The purpose of this unit is to teach our students to inform, entertain, and persuade depending on the type of video they are going to produce. In addition the unit plan gives students an intentional opportunity to use listening and speaking skills. The audience is teenagers in grades 9-12. The genre is an analysis of an advertisement or a short film. The key content is the student message (the public service announcement or film). Students have messages they want to get across. They want people to appreciate their message, and to find it clear and compelling. In addition, analysis of commercials and film will help students learn how to deconstruct media messages. It will also allow students to apply key vocabulary in a production world.
The values communicated by our unit plan is to show our students that we care that their voices are heard. The creative techniques include showing a personal connection by having the instructor's face appear on the screen of the screencast. In addition, the vocabulary document is embedded to show exactly how it should be filled out. Both of these techniques help to model the "Think Aloud process." We chose a humorous and short commercial in order to articulate the lesson message.
Learners: TV/Video Production Students - High School Grades 9-12
Self: Kara Clayton - Media Studies Educator, Thurston High School, Redford MI. Ed McDonough - Television Production Teacher, Canton High School, Canton, MA.
Context: Scriptwriting and Storytelling
Community: High School Students Grades 9-12
PURPOSE
How do I provide structure for students to become better storytellers?
Wednesday Benchmark: Why is the best way to tell story telling?
After teaching for 18 and 30 years each, we know that just talking about a story and telling students to create one, does not work well. We have found that students are often lacking various components of the story due to lack of planning. Our approach scaffolds the story telling process by asking students to systematically step through the pre-writing process through viewing, practicing the use of professional vocabulary and writing a story that follows a prescriptive story arc.
Standards:
ISTE Standards: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Common Core Standards: CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
TASK/ACTIVITY: How do I provide structure for students to become better storytellers?
Overview:
This is a 7-8 day unit. Students will go through pre-production, production, post-production and critique. The final project is a video project (commercial, PSA or short film) that has a well-developed story line.
Our final learning product for the Institute is to have students get through the pre-writing process by completing a Mindmeister and to have it assessed by the instructor who will use Goodnote in order to provide rapid, paperless, feedback. After the Mindmeister is approved, students will move onto the script writing process. We feel that if we give the students a solid foundation for how stories are created and what makes a good story, they will have more success creating their own stories that won't leave the viewer wondering, "Huh? What just happened?" We have made the story development and writing process a transparent and explicit technique.
Day #1
Create a narrative story outline that shows the transformation of a character. This is a pre-production step for a video project. Start with the key vocabulary.
Model--Watch Screencast-O-Matic of Jeep Animals Singing
Instructor does a think aloud which models how to learn the key vocabulary.
Watch Cat Commercial.
Student practice to aid in listening and speaking skills and apply knowledge of the key vocabulary. This will take place through student creation of a screencast-o-matic.
Students do a screencast-o-matic to apply their knowledge of the vocabulary termsas they watch the cat commercial. They email their screencast to their instructors. A rubric will be provided. Students will also be provided with sentence starters in order to engage in a professional conversation.
Rewatch the short story about the man who wants to go out and get pizza. This begins at 3:36.
You will work with a partner to fill out the Plot Points Mindmeister. This activity will allow students to apply their new vocabulary knowledge as they begin the writing process. A rubric will be provided. Students will also be provided with sentence starters in order to engage in a professional conversation.
Rewatch "The Lonely Superhero" within "Writer's Block"that starts at 5:40. This has all of the Story Plot Points needed for a "good" story. While watching this video, notice the time and care taken so that each shot is composed well. Every part of the shot is intentional.
Now it's time for you to write a script outline as well as a script. You will be shooting this script later this week. The video can be in the form of an advertisement, a public service announcement or a second short film..
Start your own brainstorming process for YOUR story by identifying everything you can about your character. Students will do this by thoroughly answering each of the questions.
1. WHO AM I? (All the details about your character including name, age, address, relatives, likes, dislikes, hobbies, career, description of physical traits, opinions, beliefs, religion, education, origins, enemies, loved ones, sociological influences, etc.)
2. WHAT TIME IS IT? (Century, season, year, day, minute, significance of time)
3. WHERE AM I? (Country, city, neighborhood, home, room, area of room)
4. WHAT SURROUNDS ME? (Animate and inanimate objects-complete details of environment)
5. WHAT ARE THE GIVEN CIRCUMSTANCES? (Past, present, future and all of the events)
6. WHAT IS MY RELATIONSHIP? (Relation to total events, other characters, and to things)
7. WHAT DO I WANT? (Character's need. The immediate and main objective)
8. WHAT IS IN MY WAY? (The obstacles which prevent character from getting his/her need)
9. WHAT DO I DO TO GET WHAT I WANT? (The action: physical and verbal, also-action verbs)
A two column script is the next step. It's purpose is to identify each shot and all audio elements that will be seen and heard in your final video. You will use the Mindmeister you just completed to guide you in the script writing process.
Script needs to include:
an establishing shot to set the scene
a minimum of 4 close-ups
a reaction shot from one of the characters (could be an OS, but not necessary)
There needs to be some audio on each shot. This could be in the form of SFX, Music, VO, or narration, or any combination thereof.
Shots should change every 2-3 seconds (10-15 shots are needed for the script)
Script needs to 25-30 seconds long
A rubric will be provided for all students for the script writing process.
Script must be saved as a pdf and emailed to instructor for feedback
Instructor will use Goodnotes to provide feedback to the students.
Days #5 - #7
Using an app like Animoto or Viddy, follow your script and shoot your video in sequence. This video will be viewed and critiqued by your classmates and the instructor.
Your video should match your two column script.
Video should be uploaded to class website or youtube for critique by other people in the class in the form of a screencast-o-matic. A rubric will be provided. Students will also be provided with sentence starters in order to engage in a professional conversation.
A critique form matched closely to the vocabulary terms form will be provided to each critic.
CONTENT
Texts:
Students will look at video examples which show good story development:
An iPad for the instructor with Goodnote installed.
Gmail Accounts for instructor and students.
Video recording devices for each group of two.
PEDAGOGY
Instructional Strategies
There is no lecture in this lesson plan. Thus, information is gained through a collaborative process utilizing class discussion, and small groups.
Building Vocabulary through advertising analysis. This is done through full group instruction as a short lecture, then end in pairs at each level of practice then move into pairs.
Sentence starters and professional vocabulary
Understanding story arc through film viewing. This is done with full group modeling. Students will work in pairs for semi-independent practice.
Pre-Writing - Brainstorming through the use of a graphic organizer. If there enough devices in the room, we suggest that this process be done in pairs.
Using a digital graphic organizer (Mindmeister)
Enhancing writing skills incorporating professional vocabulary through script writing. This will be done by working in pairs.
Reflection
3-2-1
Three things you learned, two things you need to know and one thing you are able to share
Peer Critique
ASSESSMENT
Student Work Products:
Completed Mindmeisters
Screencast Critiques
Script
Video
Speaking and Listening Rubric
Script Rubric
Video Rubric
Reflection Video
CHECKLIST FOR QUALITY
Instructional Plan Element
Contextual Overview
Are your learners described clearly? (Learners)
Did you briefly define your own values and priorities as an educator? (Self)
Did you identify the context in which your lesson will take place (Context)
Did you identify the larger community in which your learners live? (Community)
Purpose
Are your learning objectives clear, appropriate, and measurable?
Is your lesson linked to appropriate standards?
Task/Activity/Scenario
Did you identify the compelling question (and any sub-questions) that shapes the lesson(s)?
Did you clearly articulate a project-based inquiry task/prompt that contextualizes how learners will engage with the compelling question(s)?
Content
Did you identify the range of topics covered by lesson(s)?
Did you list all texts and digital media (with sources) included in lesson(s)?
Pedagogy
Did you outline the sequence of procedures and instructional strategies used to teach content and processes required to complete lesson(s)?
Did you identify the range of digital tools and resources teachers and students might engage with to conduct/complete the lesson?
Assessment
Did you clearly state in narrative form how each learning objective will be evaluated?
Did you clearly describe the nature of the work products (teaching products and learning products) and connect to a sample of each?
Pre-Production Plan Template
This production plan is designed to help the reader/viewer visualize your project before you create it. Use the questions below to help you plan in ways that align aspects of critical thinking with broad categories of inquiry focusing on authors, audiences, messages, language, values, and representation.
Who are the members of your authorship team? Kara Clayton and Ed McDonough
What is your purpose? To provide structure for our students be more effective communicators.
Who is your specific target audience? High School 9-12
What genre or form of message do you wish to share with others? Students will use Mindmeister prompts to guide them in their story arc development.
What is the key content of your message? Outline plot points of a scrip with a coherent beginning, middle, end to someone outside of their production team.
What values will be communicated through image, language, and sound? Evidence of character transformation.
What creative techniques will you use to attract and hold audience attention? Semi-structured Mindmeister
Please note: As you work with digital media texts created by others, these questions are also useful in supporting readers to think critically about how media messages are constructed and how they play a role in people’s understanding of reality.
CHECKLIST FOR QUALITY:
Did you....
Identify your authorship team?
Articulate your purpose?
Identify your target audience?
Identify your genre or message type?
Outline the key content of your message?
Articulate the values communicated in your message?
Articulate creative techniques (and examples) you will use to hold your audience's attention?
Digital Literacy Instructional Plan
NAMES:
Kara Clayton and Ed McDonough
In a nutshell...
The purpose of this unit is to teach our students to inform, entertain, and persuade depending on the type of video
they are going to produce. In addition the unit plan gives students an intentional opportunity to use listening and speaking skills.
The audience is teenagers in grades 9-12.
The genre is an analysis of an advertisement or a short film.
The key content is the student message (the public service announcement or film). Students have messages they want to get across. They want people to appreciate their message, and to find it clear and compelling. In addition,
analysis of commercials and film will help students learn how to deconstruct media messages. It will also allow students to apply key vocabulary in a production world.
The values communicated by our unit plan is to show our students that we care that their voices are heard.
The creative techniques include showing a personal connection by having the instructor's face appear on the screen of the screencast. In addition, the vocabulary document is embedded to show exactly how it should be filled out. Both of these techniques help to model the "Think Aloud process." We chose a humorous and short commercial in order to articulate the lesson message.
Learners: TV/Video Production Students - High School Grades 9-12
Self: Kara Clayton - Media Studies Educator, Thurston High School, Redford MI. Ed McDonough - Television Production Teacher, Canton High School, Canton, MA.Context: Scriptwriting and Storytelling
Community: High School Students Grades 9-12
PURPOSE
How do I provide structure for students to become better storytellers?
Wednesday Benchmark: Why is the best way to tell story telling?After teaching for 18 and 30 years each, we know that just talking about a story and telling students to create one, does not work well. We have found that students are often lacking various components of the story due to lack of planning. Our approach scaffolds the story telling process by asking students to systematically step through the pre-writing process through viewing, practicing the use of professional vocabulary and writing a story that follows a prescriptive story arc.
Standards:
ISTE Standards:1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Common Core Standards:
CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
TASK/ACTIVITY: How do I provide structure for students to become better storytellers?
Overview:
This is a 7-8 day unit. Students will go through pre-production, production, post-production and critique. The final project is a video project (commercial, PSA or short film) that has a well-developed story line.
Our final learning product for the Institute is to have students get through the pre-writing process by completing a Mindmeister and to have it assessed by the instructor who will use Goodnote in order to provide rapid, paperless, feedback. After the Mindmeister is approved, students will move onto the script writing process. We feel that if we give the students a solid foundation for how stories are created and what makes a good story, they will have more success creating their own stories that won't leave the viewer wondering, "Huh? What just happened?" We have made the story development and writing process a transparent and explicit technique.
Day #1
Create a narrative story outline that shows the transformation of a character. This is a pre-production step for a video project. Start with the key vocabulary.Model--Watch Screencast-O-Matic of Jeep Animals Singing
Instructor does a think aloud which models how to learn the key vocabulary.
Watch Cat Commercial.
Student practice to aid in listening and speaking skills and apply knowledge of the key vocabulary. This will take place through student creation of a screencast-o-matic.
Students do a screencast-o-matic to apply their knowledge of the vocabulary termsas they watch the cat commercial. They email their screencast to their instructors. A rubric will be provided. Students will also be provided with sentence starters in order to engage in a professional conversation.
Day #2
Watch Writer's BlockRewatch the short story about the man who wants to go out and get pizza. This begins at 3:36.
You will work with a partner to fill out the Plot Points Mindmeister. This activity will allow students to apply their new vocabulary knowledge as they begin the writing process. A rubric will be provided. Students will also be provided with sentence starters in order to engage in a professional conversation.
Create your own mind maps at MindMeister
Days #3 - #4
Rewatch "The Lonely Superhero" within "Writer's Block"that starts at 5:40. This has all of the Story Plot Points needed for a "good" story. While watching this video, notice the time and care taken so that each shot is composed well. Every part of the shot is intentional.Now it's time for you to write a script outline as well as a script. You will be shooting this script later this week. The video can be in the form of an advertisement, a public service announcement or a second short film..
Start your own brainstorming process for YOUR story by identifying everything you can about your character. Students will do this by thoroughly answering each of the questions.
1. WHO AM I?
(All the details about your character including name, age, address, relatives, likes, dislikes, hobbies, career, description of physical traits, opinions, beliefs, religion, education, origins, enemies, loved ones, sociological influences, etc.)
2. WHAT TIME IS IT?
(Century, season, year, day, minute, significance of time)
3. WHERE AM I?
(Country, city, neighborhood, home, room, area of room)
4. WHAT SURROUNDS ME?
(Animate and inanimate objects-complete details of environment)
5. WHAT ARE THE GIVEN CIRCUMSTANCES?
(Past, present, future and all of the events)
6. WHAT IS MY RELATIONSHIP?
(Relation to total events, other characters, and to things)
7. WHAT DO I WANT?
(Character's need. The immediate and main objective)
8. WHAT IS IN MY WAY?
(The obstacles which prevent character from getting his/her need)
9. WHAT DO I DO TO GET WHAT I WANT?
(The action: physical and verbal, also-action verbs)
A two column script is the next step. It's purpose is to identify each shot and all audio elements that will be seen and heard in your final video. You will use the Mindmeister you just completed to guide you in the script writing process.
Days #5 - #7
Using an app like Animoto or Viddy, follow your script and shoot your video in sequence. This video will be viewed and critiqued by your classmates and the instructor.CONTENT
Texts:
Students will look at video examples which show good story development:
Tools:
PEDAGOGY
Instructional Strategies
There is no lecture in this lesson plan. Thus, information is gained through a collaborative process utilizing class discussion, and small groups.ASSESSMENT
Student Work Products:Completed Mindmeisters
Screencast Critiques
Script
Video
Assessment:
Speaking and Listening Rubric
Script Rubric
Video Rubric
Reflection Video
CHECKLIST FOR QUALITY
Pre-Production Plan Template
This production plan is designed to help the reader/viewer visualize your project before you create it. Use the questions below to help you plan in ways that align aspects of critical thinking with broad categories of inquiry focusing on authors, audiences, messages, language, values, and representation.
Who are the members of your authorship team? Kara Clayton and Ed McDonough
What is your purpose? To provide structure for our students be more effective communicators.
Who is your specific target audience? High School 9-12
What genre or form of message do you wish to share with others? Students will use Mindmeister prompts to guide them in their story arc development.
What is the key content of your message? Outline plot points of a scrip with a coherent beginning, middle, end to someone outside of their production team.
What values will be communicated through image, language, and sound? Evidence of character transformation.
What creative techniques will you use to attract and hold audience attention? Semi-structured Mindmeister
Please note: As you work with digital media texts created by others, these questions are also useful in supporting readers to think critically about how media messages are constructed and how they play a role in people’s understanding of reality.
CHECKLIST FOR QUALITY: